BACKGROUND When enrolled in university or college, students receive varying degrees of training in managing practical situations in the workplace. However, after graduation, the young professionals meet their responsibilities at work. The experience of the transition between education and work may connote a feeling of professional uncertainty and lack of coping, both of which are important factors related to young professionals' mental health. The gap between the two areas of knowledge is frequently described as 'practice shock'. Very few studies of mental health among students and young professional workers have used longitudinal designs. In the present study, we conducted a longitudinal investigation of change and stability in the levels of psychological distress among healthcare professionals, teachers, and social workers from the end of their study programs until 3 years into their subsequent professional lives. We also assessed the extent to which psychological distress at the end of the study program, sociodemographic characteristics, coping with the professional role, the psychosocial workplace environment, and experience of overall quality of life can predict psychological distress 3 years into their professional lives. METHODS Psychological distress was measured using the General Health Questionnaire 12 (GHQ-12). A total of 773 students/young professionals participated at both the end of their study programs and 3 years into their professional lives. Group differences were examined by the chi-squared test, independent samples t-test, and one-way analysis of variance. McNemar's test were applied to identify changes in the proportion of cases at the two time points. Linear and logistic regressions were employed to identify factors associated with GHQ-12 Likert scores and GHQ-12 case scores, respectively. RESULTS Psychological distress was significantly reduced at 3 years for health professionals. Among the social workers and teachers, the change in psychological distress was not significant during the same period. Higher current quality of life contributed to lower psychological distress. CONCLUSIONS Our findings support assumptions about higher levels of mental health problems as students, with mental health improving as health professionals and social workers move into professional work.

中文翻译：

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从大学到工作的过渡：心理健康会如何？纵向研究。

背景技术当进入大学时，学生在管理工作场所的实际情况方面接受不同程度的培训。但是，毕业后，年轻的专业人​​员在工作中履行了自己的职责。教育和工作之间的过渡经验可能暗示着专业不确定感和缺乏应对的感觉，这两者都是与年轻专业人士的心理健康有关的重要因素。这两个知识领域之间的鸿沟通常被称为“实践冲击”。在学生和年轻专业工作者中很少有关于心理健康的研究使用纵向设计。在本研究中，我们对医疗保健专业人员，教师，和社会工作者，从他们的学习计划结束直到他们随后的职业生涯结束三年为止。我们还评估了研究计划结束时的心理困扰程度，社会人口统计学特征，应对职业角色，心理社会工作环境以及整体生活质量的经验可以预测到其职业生涯三年后的心理困扰。方法使用一般健康状况调查表12（GHQ-12）测量心理困扰。共有773名学生/年轻专业人员参加了学习计划的最后阶段以及进入职业生涯的3年时间。组差异通过卡方检验，独立样本t检验和方差单向分析进行检验。麦克内玛 s检验用于确定两个时间点的病例比例变化。采用线性和逻辑回归分别确定与GHQ-12 Likert评分和GHQ-12病例评分相关的因素。结果医护人员3年后心理困扰明显减少。在社会工作者和教师中，同期的心理困扰变化不明显。当前较高的生活质量有助于减轻心理困扰。结论我们的发现支持有关学生中较高水平的心理健康问题的假设，随着卫生专业人员和社工进入专业工作，心理健康水平将得到改善。采用线性和逻辑回归分别确定与GHQ-12 Likert评分和GHQ-12病例评分相关的因素。结果医护人员3年后心理困扰明显减少。在社会工作者和教师中，同期的心理困扰变化不明显。当前较高的生活质量有助于减轻心理困扰。结论我们的发现支持有关学生中较高水平的心理健康问题的假设，随着卫生专业人员和社会工作者进入专业工作，心理健康水平将得到改善。采用线性和逻辑回归分别确定与GHQ-12 Likert评分和GHQ-12病例评分相关的因素。结果医护人员3年后心理困扰明显减少。在社会工作者和教师中，同期的心理困扰变化不明显。当前较高的生活质量有助于减轻心理困扰。结论我们的发现支持有关学生中较高水平的心理健康问题的假设，随着卫生专业人员和社工进入专业工作，心理健康水平将得到改善。在同一时期，心理困扰的变化并不显着。当前较高的生活质量有助于减轻心理困扰。结论我们的发现支持有关学生中较高水平的心理健康问题的假设，随着卫生专业人员和社工进入专业工作，心理健康水平将得到改善。在同一时期，心理困扰的变化并不显着。当前较高的生活质量有助于减轻心理困扰。结论我们的发现支持有关学生中较高水平的心理健康问题的假设，随着卫生专业人员和社工进入专业工作，心理健康水平将得到改善。